A meta-analysis of the impact of service-learning on students

Why this paper matters

Estimates student effects and examines program-design moderators.

Evidence reviewed

Design: Meta-analysis of 62 studies and 11,837 students
Full-text status: Indexed PDF/full text reviewed

Principal finding

Effects ranged roughly from .27 to .43; curriculum links, student voice, community involvement, and reflection were associated with better outcomes.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Nonrandom primary studies and heterogeneity limit causal interpretation.

Scoring rationale

• EntrSL relevance: 5/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 5/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Christine I. Celio; Joseph Durlak; Allison Dymnicki (2011). “A meta-analysis of the impact of service-learning on students.” Journal of Experiential Education. https://doi.org/10.1177/105382591103400205